GCE TEACHERS’ GUIDE
New Specifications:
for teaching from September 2010
Government & Politics
GCE AS and A GOVERNMENT & POLITICS Teachers' Guide 1
Contents
GCE AS and A Level Government and Politics
Teachers' Guide
Page
1.
Introduction
1.1 - Rationale
1.2 - Overview of the Specification
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4
4
2.
Delivering the specification
2.1 - Unit Descriptions
2.2 - Pathways through the Specification
2.3 - AS - An example of one possible pathway
through the AS Level Specification
2.4
A2 - An example of one possible pathway
through the A2 Level Specification
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6
19
20
3.
Support for Teachers
3.1 - Generic Resources for the Specification as a whole
3.2 - Specific Resources
3.3 - National Grid for Learning – Cymru
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58
4.
Assessment Guidance
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5.
Advice for Candidates
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Appendices
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A
65
Vocabulary List / Geirfa Llywodraeth a Gwleidyddiaeth
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 3
1.
INTRODUCTION
The WJEC AS and A2 Government and Politics Specification is designed to support
the course for delivery from September 2009. The first AS awards were made in
summer 2009 and the first A level awards in summer 2010. The specification can be
delivered and assessed in centres in Wales only.
This Guide is one of a number of ways in which the WJEC provides assistance to
teachers delivering the new specification. Also essential to its introduction are the
Specimen Assessment Materials (question papers and marking schemes) and
professional development (CPD) conferences.
Other provision which you will find useful is:
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Examiners' reports on each examinations series
Free access to past question papers via the WJEC secure website
Easy access to specification and other key documents on main website
Itemised feedback on outcomes for candidates at question level
Regular CPD delivered by Chief Examiners
Easy access to both the Subject Officer and to administrative sections for
individual support, help and advice.
Contact Points for GCE Government and Politics are as follows:
Subject Officer:
Direct Line Phone:
E-mail Address:
Dr. Alison George
029 2026 5302
[email protected]
Administrative Support Officer:
Direct Line Phone:
E-mail Address:
Ellen Chichester
029 2026 5094
[email protected]
Subject page
www.wjec.co.uk
CPD Section
[email protected]
www.wjec.co.uk/professionaldevelopment
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 4
1.1
Rationale
This GCE Government and Politics was drawn up by a team of practising teachers
and examiners. There was fundamental recognition from the start that Government
and Politics in Wales is an important part of the overall discipline and that any
specification should reflect the interests of both candidates and teachers.
The principal aims were therefore to ensure that teachers had access to a
specification that:
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Is manageable to deliver and fun to teach;
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Is interesting to candidates;
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Develops candidates' appreciation of Government and Politics in various
contexts;
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Can be tailored to suit the interests and expertise of teachers;
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Encourages candidates to debate issues and controversies in Government and
Politics.
1.2
Overview of the Specification
This specification is divided into a total of 4 units: 2 AS units and 2 A2 units.
Weightings noted below are expressed in terms of the full A level qualification.
AS (2 Units)
GP1
25%
Written Paper (1 hour 30 minutes)
80 marks
(100 UMS)
People, Politics and Participation
Outline of paper structure
Two structured source based questions from a choice of four.
GP2
25%
Written Paper (1 hour 30 minutes)
80 marks
(100 UMS)
Governing Modern Wales
Outline of paper structure
Two structured source-based questions from a choice of four
A Level (the above plus a further 2 units)
Either GP3a or GP3b
25% Written Paper (1 hour 30 minutes)
80 marks
(100 UMS)
80 marks
(100 UMS)
Either The Politics of the USA or Political Ideologies
Outline of paper structure
Two questions from a choice of four.
Either GP4a or GP4b
25% Written Paper (1 hour 30 minutes)
Either The Government of the USA or Challenges in Contemporary Politics
Outline of paper structure
Two questions from a choice of four.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 5
2.
DELIVERING THE SPECIFICATION
There are, as expected, various ways of planning a route through this course. There
are also well established books and resources to support both teachers and
candidates. Whilst all options are comparable, the resourcing of some options might
offer more problems for teachers because they are not as well established in schools
and colleges. Whatever options are chosen, however, it is expected that all
candidates will develop skills, knowledge and understanding in Government and
Politics that will also prepare them for higher level study.
GOOD PRACTICE IN GOVERNMENT AND POLITICS
In the design of this specification, the Board considered that the following were
elements of good practice for the delivery of Government and Politics at both AS and
A Level.
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Collaboration between candidates – there should be opportunities for candidates
to work in such a way as to support their own and others' learning.
Collaboration with teachers – there should be opportunities for candidates to
work with their teaching staff.
Active learning techniques.
Independent learning.
Organised and planned teaching.
Prompt feedback to candidates.
High expectations of candidate achievement.
Respect for different ways of learning.
An awareness of key skills.
SUPPORT FOR TEACHERS
WJEC provides INSET and Examiners' Reports for teachers. For further details
check the WJEC website. If you then have any queries please do not hesitate to
contact the Subject Officer for GCE Government and Politics.
There are many generic and topic specific textbooks available which are suitable for
the delivery of this course. Suggestions for resources are provided further on in this
Guidance Booklet but there is no obligation for teachers or candidates to work
through this material. Advice is also given on the audience for whom the resources
are suitable – teacher, candidate or both. Websites are also given. By their nature
they are usually appropriate for students and enable teachers to vary their approach
to the delivery of a topic. The life span of websites cannot, of course, be guaranteed.
It is the intention of the Board to update resources to take account of new ideas and
also to provide additional materials and advice. We will be pleased to receive
suggestions and ideas in order to improve the resource base.
There will be full support for Welsh medium Centres. This includes the specific
appointment of a Welsh medium co-ordinator.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 6
2.1
Unit Descriptions
The Specification has been developed to give candidates an insight into, and an
understanding of, Government and Politics in Wales and the UK. There is therefore
an expectation that the Welsh context will feature highly in the teaching of the course
especially, though not exclusively, at AS level. For both GP1 and GP2 the Welsh
context underpins all the topics and is overtly apparent in some aspects of the
course.
The Specification content is not in itself a scheme of work. It is for centres to decide
how best to combine, synthesise and develop the content in a meaningful and
coherent way with their students. The following advice should be borne in mind:
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Enquiry approach for teaching and learning – candidates should be faced
with significant issues and questions to investigate.
Move from description to the issues – candidates will need to know the
specification content, but they will also need to understand it so that they can
select and organise what they know around arguments to support a case etc.
Key questions can help candidates make sense of a sequence of lessons.
Discussion is vital to an understanding of the links and connections that
permeate the course.
There should be sufficient focus on the higher order skills of analysis and
evaluation, and the formation and justification of judgements.
Sufficient attention should be paid to developing candidates’ skills of
answering examination type questions.
Candidates will need to keep up-to-date with developments in Government
and Politics and use relevant, recent examples to illustrate their arguments.
In general, this means examples from the last 20 years. However, some
examples from more than 20 years ago are particularly pertinent and relevant
for certain topics.
What follows is a general illustration of some of the key issues that form the basis of
the topics within each unit. The list is not intended as a definitive and prescriptive
one and should be read in conjunction with the specification. This is not a
recommended teaching order – centres will develop the topics in ways that best suit
the needs of their own candidates:
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 7
GP1: People, Politics and Participation
1.
Participation and Voting Behaviour
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An idea of what politics is
Definitions of democracy and why participation is important; overview of how citizens
can participate
Participation patterns according to criteria such as age, gender etc
Debates about why some groups do not participate at all and the effect this has on a
democracy
Theories about why voters behave as they do, and in different kinds of elections e.g.
by-elections
The relative importance of factors such as class and party identification
The influence of factors such as campaigns, leaders’ images etc on voting behaviour
Reasons for, and results of, the trend towards voter volatility
‘Stretch and challenge’ – an awareness of changes in voting patterns in Wales as a
consequence of devolution and the use of different voting systems
Electoral Systems
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The importance of elections in a democracy
Explanation of the way that the main electoral systems used in the UK work.
The strengths and weaknesses of the main systems
Debates about the fairness and adequacy of these systems
The main effects of the differing electoral systems on politics and parties in the UK
e.g. the two-party system, a multi-party system
Why referendums are sometimes used in the UK; knowledge of some examples of
national and local referendums
Debates about the greater use of direct democracy in the UK
‘Stretch and challenge’ – an awareness of the debates surrounding the introduction
of new electoral systems for Westminster and the National Assembly for Wales
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 8
3.
Political Parties in Wales and the UK
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The main roles of political parties
The structures and internal workings of the main parties (Labour, Conservative,
Liberal Democrat and Plaid Cymru): how leaders and candidates are selected; how
decisions are made in the party; where power lies in the party
The importance of the mass membership of a political party – the roles played by
members
The ideologies of the main parties: what do they stand for?
Programmes and policies of the main parties, and how and why they have changed
in recent times
How parties campaign in elections
The importance of minor parties with examples from UK and Wales
‘Stretch and challenge’ – an awareness of factions, sub-groups and tendencies
within the parties in the UK and Wales
Pressure Groups and Protest Movements
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Differences between parties and pressure groups
Typologies of groups including interest/ cause/ social movement, insider/ outsider
Differences in the aims of different groups
Debates about the methods used by different groups including direct action and
lobbying; the role the media can play in pressure group publicity and success
Debates about the reasons why some groups are more successful than others; the
influence of pressure groups on the policy-making process
Arguments about whether pressure groups strengthen democracy or not
It is particularly appropriate for this topic for candidates to carry out case studies of a
number of pressure groups, including national and local ones
‘Stretch and challenge’ – an awareness of the links between pressure groups and
political parties and the impact of this on pluralism in the UK
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 9
GP2: Governing Modern Wales
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The British Constitution
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The main characteristics and features of the British Constitution
The origins of the British Constitution, its historical and evolutionary nature; the main
sources of it today and its flexibility; ways of changing it
The relative importance of some sources of the Constitution compared to others
Debates about the effectiveness of an unwritten, uncodified constitution in defining
the limits of government in the UK. Should Britain adopt a codified constitution?
The role of the judiciary in interpreting the constitution in the British context
The rights of UK citizens, their definition and the extent of their protection
‘Stretch and challenge’ – constitutional reform and how the constitution might
develop in the future
Parliaments in Wales and Westminster
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Definition of what Parliament is, Parliamentary sovereignty, the concept of
legitimation; explanation of how Parliament and the National Assembly work; the
constituent parts; Parliament’s development as a ‘dignified’ part of the constitution;
brief explanation of the origins of the NAfW and how it has developed since 1999
How Parliament and the NAfW perform their core functions of representation (the
jobs of MPs and AMs and representation in both a political and social sense),
passing legislation and scrutinising the executive (processes)
Critical analysis of how well the UK Parliament and the National Assembly for Wales
perform each of these core functions, including party discipline and backbench
rebellions
Do they hold their respective executives sufficiently to account?
‘Stretch and challenge’ – the relevance and/or marginalisation of Parliaments; the
future for a Parliament in Wales
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 10
3.
The Core Executives in Wales and Westminster
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Definition of what the Core Executive is – the personnel and institutions that
make it up (including Prime/First Ministers, Cabinets and Cabinet Committees),
its development as the ‘efficient’ part of the constitution
The development of power bases within core executives in Wales and
Westminster – special advisers, the role of the Cabinet Office etc. Where does
power really lie in the modern core executives in Westminster and Cardiff Bay?
Relationships and status in the Core Executive – analysis of the powers and
position of the Prime Minister/First Minister; the role of the Cabinet; individual
ministerial responsibility and resignations; how do the institutions and
individuals in the core executives interact (mutually supporting or constraining
each other?)
‘Stretch and challenge’ – the nature of modern government; centralisation and
fragmentation, the concept of power
Multi-level Governance in Wales and the UK
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The structure of local government in the UK; the context of 'multi-level'
governance
The main roles and functions of local government, including local democracy,
service provision, responsiveness to differing local needs etc
Issues of funding of local government – where does local government get its
money from? How are spending decisions reached?
Definitions of Quangos and Assembly Sponsored Bodies and their roles;
controversies surrounding their composition, roles, funding etc
The structure of the EU; the powers and workings of the main institutions; the
position and power of the individual member states
Britain's relations with the EU and the impact of the EU on the UK political
system
Ideas of democratic deficit, appropriate to both local government and the EU
‘Stretch and challenge’ – What is the future for local government? What is the
future of the EU?
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 11
GP3a: The Politics of the USA
1.
The Electoral Process and Direct Democracy
This topic is focused on the processes of elections in the USA, with the main focus on
candidates and mechanisms rather than voters (Topic 3 – Voting Behaviour) but there is
some overlap with Topic 3 (Voting Behaviour) e.g. the impact of the media in elections.
Candidates should focus mainly on developments and specific elections since 2000, with
earlier examples where they are particularly pertinent and relevant.
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The process of selecting candidates within parties for congressional and presidential
elections; the invisible primary, primaries, caucuses etc. - advantages and
disadvantages of these
The conduct of congressional and presidential elections
The debate about the effectiveness of the electoral college as a means of electing
the president
The importance of candidates and issues in election campaigns – incumbency etc
The importance of money in elections in the USA – campaign finance
The impact of the media in elections – TV debates, adverts, negative campaigning,
new media. Do money and the media distort elections?
Direct democracy at state level – referendums, initiatives, propositions, recall
elections and debates about the use of these – is there enough/too much democracy
at state level?
Political Parties
There is some overlap between this topic and Unit 4a Topic 2 (The Legislative Branch).
Candidates should focus mainly on developments since 2000, with earlier examples
where they are particularly pertinent and relevant.
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The two main parties – their ideas, policies and traditions, similarities and differences
The main factions within the parties – how they developed and their influence on
policy direction, party organisation; where does power lie in the parties? The recent
changes to parties in the USA
Explanations for the dominance of only 2 parties in a country as large and diverse as
the USA; debates on whether parties have any significance in American politics
Debates over party decline and renewal; reasons for the weakness of parties in the
political system in the USA (compared with the UK for instance)
Arguments about the significance of third parties and independent candidates
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 12
3.
Voting Behaviour
This topic is focused mainly on voters – why they make the choices that they do in
elections. There is some overlap between this topic and Topic 1 (The Electoral Process
and Direct Democracy). Candidates should focus mainly on developments and specific
elections since 2000, with earlier examples where they are particularly pertinent and
relevant.
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The principal long-term and short-term determinants of voting behaviour in the USA
and their relative importance e.g. gender, race and ethnicity, issues, candidates
The parties and their ‘core vote’ – who is a ‘typical’ Republican or Democratic voter?
How do parties target voter groups?
Theories of party identification – alignment and dealignment
Split-ticket voting – why do voters do it? What are the results?
Abstention and apathy; reasons why rates are high; the implications of this for
democracy in the USA
Pressure Groups
This topic is about access points and influence in the federal system. There is overlap
with Topic 1 (The Electoral Process and Direct Democracy) e.g. PACs and election
finance. Candidates should focus mainly on developments since 2000, with earlier
examples where they are particularly pertinent and relevant.
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Types of pressure groups in the USA, issues with which they are involved
Reasons for the proliferation of them, debates about pluralism and elitism; the power
of corporations etc
Methods and tactics of groups – access points, iron triangles and group relations with
the Administration; the ‘spoils system’;direct action
Debates about pressure group influence on decision-making – are they more
important than political parties in directing policy? Why are some groups more
successful and influential than others?
Arguments surrounding the contribution that groups make to democracy in the USA
The role and significance of groups in election finance – PACs, 527 groups etc
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 13
GP3b: Political Ideologies
1.
Liberalism
This topic examines the ideas, doctrines and theories of Liberalism. Candidates should
focus on differences within Liberalism, particularly classical Liberalism and modern
Liberalism.
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The core liberal concepts of individualism, freedom, reason, justice and tolerance.
The liberal view of the state and its contradictory stance on democracy.
Classical liberalism's discussion of the role of the state through the use of rights,
utilitarianism, economic liberalism and social Darwinism.
Modern liberalism's discussion of the role of the state through individuality, positive
freedom, social Liberalism and economic management.
The impact of liberalism on neo-liberalism, libertarianism and policies of political
parties.
Candidates should include examples from Wales, UK and international contexts.
Socialism
This topic examines the ideas, doctrines and theories of socialism. Candidates should
focus on differences within socialism, particularly revolutionary socialism and social
democracy.
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The core socialist concepts of community, co-operation, equality, class and public
ownership.
The tensions within socialist thought on how to achieve socialism.
Marx's contribution to socialist theory and the development of Marxist ideas by
others.
Social democracy's process of the revision of socialist goals.
The impact of socialism on the 'third way' and policies of political parties.
Candidates should include examples from Wales, UK and international contexts.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 14
3.
Conservatism
This topic examines the ideas, doctrines and theories of conservatism. Candidates
should focus on differences within conservatism, particularly paternalistic conservatism
and the New Right.
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The core conservative concepts of tradition, human imperfection, organic society,
hierarchy and authority, and property.
The tensions within conservative thought on the role of the state.
Paternalistic conservatism's attitude to reform to maintain conservative values.
The New Right's view of the role of the state in economic and social policy.
The impact of conservatism on neo-conservatism, compassionate conservatism and
policies of political parties
Candidates should include examples from Wales, UK and international contexts.
Nationalism
This topic examines the central concepts, doctrines and theories of nationalism.
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Concepts and definitions of 'nation'.
The core principle of the nation as a political organisation.
The belief in society being divided into organic communities.
The connection between nationhood and statehood in the concept of selfdetermination.
The significance of nationalism, conservative nationalism, expansionist nationalism
and nationalist responses to colonialism.
Transnational responses to nationalism by liberal internationalism and socialist
internationalism.
Welsh nationalism, and the potential for the future of nation states.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 15
GP4a: The Government of the USA
1.
The Constitutional Framework of US Government
This topic is about the centrality of the US Constitution. Its historical development is very
relevant but candidates are also reminded that the topic focuses on the Constitution’s
relevance to US government and politics today.
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The origins and general nature of the US Constitution
Explanation of the fundamental principles that underpin it – limited government and
rights. Explanations of how those are achieved in the Constitution – elections,
republicanism, checks and balances/partial agency, enumerated powers, federalism,
the Bill of Rights
The amendment process, through formal (Congress) and ‘informal’ (Supreme Court)
amendment and debates about the Constitution’s flexibility
The Bill of Rights – what it protects; enumerated and unenumerated rights of the
people and the states
The status of the Constitution as ‘superior law’ and the role of the Supreme Court in
interpreting the Constitution
Debates about the effectiveness and relevance of the Constitution to the working of
government in the US today, including what the Constitution does not cover, such as
parties, the workings of the Administration etc.
The Legislative Branch of US Government: US Congress
Candidates should focus mainly on developments since 2000, with earlier examples
where they are particularly pertinent and relevant.
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Explanation of the powers of Congress that are enumerated in the Constitution and
what these mean in the context of the modern day. The constitutional checks and
balances on Congressional power
The bi-cameral nature of Congress, composition and powers of the two chambers;
their relative status; main personnel; relationships between the chambers
How Congress performs its key functions of legislating; oversight of the executive
and the ‘power of the purse’; the committee system in Congress; the importance of
parties in Congress
Critical analysis of the effectiveness of Congress in discharging its key functions
Debates concerning how well Congressmen and Senators perform their
representative function, politically and socially
The status of Congress in relation to the other branches of government,
Congressional relationships with the executive and the Supreme Court
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 16
3.
The Executive Branch of Government
Candidates should focus mainly on developments since 2000, with earlier examples
where they are particularly pertinent and relevant.
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Explanation of the powers of the President that are enumerated in the Constitution,
and what these mean in the context of the modern day. The constitutional checks
and balances and other constraints on the exercise of power by the president
Relations between the President and Congress; power to persuade; ‘log-rolling’
The structure of the executive branch: nature, composition and functions of the
Cabinet, the Federal Bureaucracy and the Executive Office of the President
Debates concerning the importance of the Cabinet and the influence of the Executive
Office of the President
Critical analysis of the effectiveness and accountability of the Federal Bureaucracy
Theories of growing and changing presidential power – the imperial presidency, the
imperilled presidency. How powerful is the US president?
The Supreme Court
Candidates should focus on the composition and work of recent Supreme Courts, but
historical context and historical rulings are relevant to this topic.
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The development of the Supreme Court’s status and role as guardian of the
Constitution
The origins and importance of the power of judicial review, the expansion of the
Supreme Court’s powers under the Bill of Rights (e.g. Due Process), the
interpretation of enumerated and unenumerated powers and rights
The selection and appointment process of Supreme Court justices; ideological
leanings of justices; strict and loose constructionists; ‘political’ appointments; Senate
rejections
Supreme Court rulings – periods of judicial activism and restraint; controversial
decisions; dissents; ‘landmark cases’; the impact of Supreme Court rulings on
American politics and society
Arguments over how effectively the Supreme Court protects citizens’ rights
Debates about the power of the Supreme Court – too powerful/not powerful enough,
too political
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 17
GP4b: Challenges in Contemporary Politics
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Globalisation
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Driving factors in globalisation – world economy, cultural and technological change,
political inter-dependence and association.
International relations, supranational mechanisms for facilitating international cooperation, e.g. NGOs, governmental and inter-governmental agencies, the UN, the
EU; how membership affects Welsh and British politics.
Debates about Britain's evolving world position and role; the future relevance of
nation-states; the social and economic implications for small states of globalisation.
Concepts of trans-nationality and multi-nationalism; the political influence of multinational corporations, benefits and drawbacks
The prospects for global governance.
Critique of globalisation; the anti-global movement, its aims and methods; the future.
Environmentalism
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The origins and emergence of an environmental movement; links to industrialism;
materialism.
Basic principles of environmentalism – ecology, holism, sustainability,
decentralisation, environmental ethics; controversies over these.
Different strands of environmental thinking – 'light' and 'dark' green, ecocentric and
anthropocentric, 'deep' and 'shallow' ecologism, local/global, etc
Links to other ideologies, especially anarchism and feminism. Right-wing ecologism.
The ways in which established parties have responded to environmentalism; the
'greening' of parties; environmental pressure groups – debates about levels of
success; international perspective.
The issues of wealth, quality of life, consumerism. Threats posed by USA and China
to climate change, treaties, targets and summits.
Critique of environmentalism – debates about its achievements; the future.
Feminism
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The emergence of feminism: 'first wave' feminism and 'second wave' feminism.
Core themes of feminism and their implications for politics – the public/private divide;
'the glass ceiling'; 'biology is destiny'; sex and gender; patriarchy; equality and
difference.
Differing views of liberal feminists, social feminists and radical feminists on the core
feminist themes.
New feminism; post-modern feminism; and the changing view of differences between
the genders.
Conservative responses to feminism; the challenges to feminism in the twenty-first
century e.g. religious fundamentalism, economic downturn, etc.
Major legislation on equal opportunities
Debates about the successes of feminism and whether we are now entering a phase
of post-feminism'; the impetus for a 'third wave' of feminism.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 18
4.
Multiculturalism
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Concepts of society, homogeneity and monoculturalism, 'diversity within unity'
Meaning and origins of multiculturalism; the concept of identity politics – importance
of culture, language, religion, race, ethnicity; e.g. development of the civil rights
movement from the 1950s; ethnocultural nationalism in the 1960s and 1970s;
international migration after 1945; postcolonialism; religious extremism; racism and
prejudice.
The significance of, and debate about, the protection of minority rights – political,
cultural, religious, social and economic e.g. devolution, federalism, positive
discrimination; major legislation concerning the rights of minority groups.
The political vision for reconciling cultural diversity with civic cohesion advanced by
liberal multiculturalism, pluralist multiculturalism and cosmopolitan multiculturalism.
Extent of success of attempts by states to advance multiculturalism e.g. devolution;
granting special rights to groups; reassertion of national identity and culture;
'ghettoisation'; assimilation.
Multiculturalism and Wales
Critiques of multiculturalism – conservative, liberal, feminist critiques, cosmopolitan
perspective; the future for multiculturalism.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 19
2.2
Pathways through the Specification
There are various possibilities in terms of drawing up a scheme of work, dependent
upon factors such as the number of teachers involved in the course, and whether
units are taken in January as well as June, or only in June. What follows are
examples of one possible pathway for the AS and one for the A2.
All candidates will study both GP1 and GP2 at AS level. There is no choice of units at
AS level, though there is some flexibility within the units to deliver some topics and
not others (see next paragraph). There is a choice of units at A2. Candidates are
required to study two of the four units on offer at A2. As with the AS units, there is
flexibility within the A2 units chosen to teach some topics and not others.
Every unit, both at AS level and at A2 level, consists of four topics. There is no
requirement to teach all four topics. It is expected that centres will probably teach
three of the four topics in order to give candidates a choice in the examinations. It is
expected that decisions about whether to teach all topics in equal depth, or whether
to teach all four topics, will be made by centres themselves. Government and Politics
is by nature a holistic subject and it is doubtful that ‘real’ understanding will be gained
by candidates who are taught only two topics for each unit.
In addition, individual centres will wish to place more or less attention on activities
such as practice examination questions, essay writing and mock examinations.
Any candidate of Government and Politics is expected to take an active interest in
the latest political developments throughout his or her study. In order to provide
relevant and pertinent examples in an examination collating information in a political
diary on a weekly basis is advised. A thorough exploration of examination technique
and practising possible and previous examination questions on a regular basis is
obviously very important and over and above any activities suggested below.
Please note that opportunities for key skills have been highlighted against these
activities.
KEY SKILLS SYMBOLS
Developing Thinking Skills
Developing Communication
Developing Numeracy
Developing ICT
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 20
2.3
An example of one possible pathway through the AS level
specification
GP1
Week
1
2
Possible content to
be covered
What is Government
and Politics?
- Governance
- Legislation
- Elections
- Leaders
Electoral Systems:
- Importance
and role of
elections in a
Democracy.
- British
electoral
systems.
- UK General
Election: Firstpast-the-post,
strengths and
weaknesses
and effect on
party system
and politics.
Suggested teaching and
homework activities
Role play/group work on the need
for law and governance, e.g. new
community on an island.
Role play/group work on the
development of different political
factions/parties representing
different strata in society and
what their priorities are.
Discuss and define what is meant
by government, legislation, nation
and state.
Group work/discussion on
choosing law-makers and political
leaders.
Consider arranging a mock
election, possibly in association
with School Council elections.
Individual research on differing
electoral systems in the UK.
Outline FPTP, ask student to
provide examples of FPTP at
work.
Students to pinpoint and discuss
the strengths and weaknesses of
the system.
Consider impact of FPTP on UK
governance.
Arrange visit of MP/ Constituency
AM, to discuss their
representative role.
Resources
.whoshouldyouvotefor
.com
.politicalcompass.org
Video – Democracy?
You decide,
.parliament.uk
Video – Democracy in
action – UK politics,
.news.bbc.co.uk/dem
ocracylive
Dennis Kavanagh,
British Politics, 2006.
p6-19
.schoolcouncilswales.
org
.parliament.uk
Article – Mike
Simpson, Electoral
reform: is FPTP
defensible?, Politics
Review, November
2009
Article – Nick Gallop,
UK electoral systems,
Politics Review,
September 2009
Article – Phillip Lynch,
Britain’s multiparty
systems, Politics
Review, February
2009
Article – Thomas
Lundberg, A decade
of electoral reform in
the UK, Politics
Review, September
2008
Video – Voting: What
are elections?
.parliament.uk
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 21
Week
3
4
5
Possible content to
be covered
Electoral Systems:
- Wales General
Election:
Additional
Member
Systems,
strengths and
weaknesses
and effect on
party system
and politics.
- Majority and
coalition
governments
Suggested teaching and
homework activities
Research to gather information
and list each elected political
representative each student has.
Outline AMS, ask student to
provide examples of AMS at
work.
Students to pinpoint and discuss
the strengths and weaknesses of
the system.
Consider impact of AMS on the
governance of Wales, through
investigation of electoral data.
Arrange visit of Regional AM, to
discuss their representative role.
Suggested
resources
www.assemblywales.
org
Electoral Systems:
- Single
Transferable
Vote, strengths
and
weaknesses.
- European
elections and
the Party List
system.
- Proportional
Representation
v. FPTP.
- Need for
reform in
British
system(s)?
Outline STV, and consider its
complexities, weaknesses and
strengths.
Investigation in to the usage of
STV and its effects on
governance.
Students to consider and pinpoint
the arguments for and against PR
and FPTP.
Class debate on the need for
reform in the British electoral
systems.
www.niassembly.gov.
uk
Electoral Systems:
- Nature and
use of
referendums
within the UK.
- Arguments for
and against
the use of
referendums
within the UK.
- Direct and
indirect
democracy.
Outline the difference between
direct and indirect democracy, the
use of referendums and their
importance.
Student investigation in to the use
of referendums and the
campaigns in the UK.
Discuss how and why
referendums are used in the UK.
Consider the arguments for and
against the use of referendums as
a class.
Article – Matt
Qvortrup,
Referendums in the
UK, Politics Review,
November 2008
Paul Fairclough,
Government and
Politics, People,
Politics and
Participation, 2008.
p41-42
Duncan Watts, AS
Government and
Politics, 2008. p 50-51
Duncan Watts, AS
Government and
Politics, 2008. p 49-50
Dennis Kavanagh,
British Politics, 2006.
p340-344
Dennis Kavanagh,
British Politics, 2006.
p 464-466
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 22
Week
6
7
8
Possible content to
be covered
Political Parties in
Wales and the UK:
- The role of
political parties
in a
democracy.
- British political
parties and the
‘British’ party
system.
- Campaigning.
Suggested teaching and
homework activities
Outline and discuss the
importance and roles of parties.
Each group to provide a
manifesto for their party from
week 1.
Arrange visit from prominent local
party members to discuss the role
of members, candidate selection,
party structure and policies.
Suggested
resources
Article – Mark
Garnett, Party
ideology after Blair,
Politics Review, April
2008
Political Parties in
Wales and the UK:
- The Labour
Party
- Ideology
- Party structure
- Programmes,
policies and
manifestos.
- Candidate and
leader
selection.
- Membership
and the role of
members.
- Recent
developments
in programmes
and policies.
Each student to research and
provide a seminar paper on one
of the themes outlined, for each
party.
A plenary at the end of each
session to ensure full
understanding.
Each to complete personal
dossier on each parties
programmes and policies.
www.welshlabour.org
Political Parties in
Wales and the UK:
- Plaid Cymru
- Ideology
- Party structure
- Programmes,
policies and
manifestos.
- Candidate and
leader
selection.
- Membership
and the role of
members.
- Recent
developments
in programmes
and policies.
Dennis Kavanagh,
British Politics, 2006.
p351-352
Article – Steven
Fielding, Whatever
happened to New
Labour?, Politics
Review, September
2009
Duncan Watts, AS
Government and
Politics, 2008. p78-83
www.plaidcymru.org
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 23
Week
9
10
Possible content to
be covered
Political Parties in
Wales and the UK:
- The
Conservative
Party
- Ideology
- Party structure
- Programmes,
policies and
manifestos.
- Candidate and
leader
selection.
- Membership
and the role of
members.
- Recent
developments
in programmes
and policies.
Suggested teaching and
homework activities
Political Parties in
Wales and the UK:
- The Liberal
Democrat
Party
- Ideology
- Party structure
- Programmes,
policies and
manifestos.
- Candidate and
leader
selection.
- Membership
and the role of
members.
- Recent
developments
in programmes
and policies.
Final plenary to evaluate: the
role of parties; importance of
ideology and political ideas and
the competition between the
parties.
Suggested resources
www.conservatives.com
Article – Phillip Lynch,
Conservative policy
under Cameron ,
Politics Review,
February 2010
Article – Richard Kelly,
Conservatism under
Cameron: the new ‘third
way’, Politics Review,
February 2008
Duncan Watts, AS
Government and
Politics, 2008. p83-87
www.welshlibdems.org
Duncan Watts, AS
Government and
Politics, 2008. p88-89
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 24
Week
11
12
Possible content to
be covered
Pressure Groups and
Protest Movements:
- What do
pressure
groups do?
- Interest and
cause groups.
- Pressure
groups and
political
communication.
- Social
movements.
- Direct action.
Suggested teaching and
homework activities
General discussion on political
values, causes, the demise of
party affiliation and the growth
of a politically aware nation.
Students to investigate and
gather information in the media
on the actions of pressure
groups and protest
movements.
Discuss the notion and
effectiveness of direct action.
Consider how pressure groups
work and the difference
between interest and cause
groups.
Outline what social movements
are, and how they act.
Suggested resources
Pressure Groups and
Protest Movements:
- How do
pressure
groups work?
- Insider and
outsider
groups.
- Access points
- Lobbying
- Links with
parties and
government.
- Influencing
policy and
changing
values.
- Role of the
media in
pressure group
politics.
Consider how pressure groups
work and evaluate their
effectiveness.
Outline the concept of insider
and outsider groups. Students
to investigate examples of
each.
www.bma.org
www.teachers.org
www.greenpeace.org
www.fathers-4justice.org
Article – Grant Jordan,
Pressure groups:
identifying the target for
study, Politics Review,
September 2008
www.nfuonline.com
www.shac.net
Duncan Watts, AS
Government and
Politics, 2008. p115-131
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 25
Week
13
14
Possible content to
be covered
Pressure Groups
and Protest
Movements:
- Membership,
resources and
the political
influence of
groups.
- Do pressure
groups
strengthen or
weaken
democracy?
- Too much
influence at
Whitehall?
- Internal
democracy.
- Are pressure
groups
representative?
- Excluding
citizens from
democracy.
Revision
Suggested teaching and
homework activities
Outline the role of membership
and resources within pressure
groups and evaluate their
relative influence.
Consider how pressure groups
influence the government and
the public.
Students to pinpoint in group
work the
democratic/undemocratic nature
of pressure groups.
Suggested resources
Article – Wyn Grant,
Pressure groups in the
UK: good or bad for
democracy, Politics
Review, September
2009
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 26
GP2
Week
1
2
Pos s ible content to be
covered
The British Constitution:
- The nature of the
British constitution, its
underlying principles,
and compare with the
constitutions of other
states.
- Written/unwritten.
- Codified/uncodified.
- Rigid/flexible.
- The sources of the
British constitution:
statute; case law;
conventions and
treaties.
Sugges ted teaching and
homework activities
Ask students to draft a set
of rules for the better
governance of
school/imaginary country.
Define, through
discussion, what exactly a
constitution is, and where
do we find the British
constitution.
Provide example of US
constitution as stimulus.
Discuss the written nature
of British constitution.
Pinpoint through
discussion, the underlying
principles of the British
constitution.
Consider the sources of
the British constitution,
and investigate current
examples.
Provide a copy of the
GOWA, outline its place in
the British constitution and
its role as an instrument of
government.
Res ources
The British Constitution:
- The effectiveness/
ineffectiveness and
flexibility of the British
constitution.
- How far does the
British constitution
influence and limit the
powers of
government?
- Need for reform?
- The principle of
separation of powers.
Debate the relative merits
and weaknesses of a
codified and uncodified
constitution, and rigid and
flexible constitutions.
Analyse the influence and
limitation of governmental
powers the constitution
provides.
Debate the need for
reform to the British
constitution.
Explore what is meant by
‘separation of powers’, and
the three branches of
government.
Article – Phillip
Norton, Constitutional
reform: why has it
stalled under Gordon
Brown?, Politics
Review, November
2009
www.opsi.gov.uk
Article – Vernon
Bogdanor, A codified
constitution for
Britain?, Politics
Review, September
2008
Dennis Kavanagh,
British Politics, 2006.
p176-194
Article – Phillip
Norton, The
constitution under
Gordon Brown,
Politics Review,
February 2008
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 27
Week
3
4
Pos s ible content to be
covered
The British Constitution:
- The role of the
judiciary in governing
Britain.
- The relationship of the
judiciary to the
executive and
legislature.
- Judicial appointments.
- The impact of the
Human Rights Act,
European Court of
Human Rights and the
Supreme Court on the
British political system.
Parliamentary Structures in
Wales and the UK:
- The roles of a
Parliament:
representation;
legislation; scrutiny
and legitimation.
- The UK Parliament:
The House of
Commons and The
House of Lords and
their relative powers,
roles and functions.
- The composition of the
UK Parliament.
- Parliamentary
sovereignty.
Sugges ted teaching and
homework activities
Consider the importance
of law, the need for law
and the principle of ‘rule of
law’.
Pupils to investigate
differences between the
role of the judiciary in the
UK and the USA.
Define judicial review and
constitutional review,
provide recent examples.
Provide analysis of the
role of the British judiciary
in securing the effective
governance of The
National Assembly for
Wales.
Define the roles and
powers of: the Human
Rights Act; the European
Court of Human Rights
and the Supreme Court.
Consider the impact of the
above on the British
political system.
Students to investigate
current examples.
Recap the principles of
‘separation of powers’ and
‘Parliamentary
sovereignty’, and what is
meant by state and
government.
Discuss and investigate
the role of Parliament
within the above.
Consider the roles of
Parliament.
Use media to illustrate
Parliament at work.
Visit Westminster and/or
the Senedd.
Outline and compare the
powers, roles and
functions of The House of
Commons and The House
of Lords.
Sugges ted res ources
www.supremecourt.g
ov.uk
www.direct.gov.uk
www.echr.coe.int
Article – Mark
Garnett, The UK
judiciary: renewal or
just more rivalry,
Politics Review,
February 2010
Article – Andrew Le
Sueur, Judges in the
modern British
constitution, Politics
Review, February
2009
Article – Helen
Wildbore, Does
Britain need a Bill of
Rights?, Politics
Review, April 2008
.parliament.uk
Video – Parliament
and government: an
overview,
.parliament.uk
Video – Guide to the
House of Commons,
www.news.bbc.co.uk/
democracylive
Duncan Watts, AS
Government and
Politics, 2008. p183201
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 28
Week
5
6
7
Pos s ible content to be
covered
Parliamentary Structures in
Wales and the UK:
- Legislation in the UK
Parliament.
- Representation in the
UK Parliament.
- Scrutiny in the UK
Parliament.
Sugges ted teaching and
homework activities
Students to provide plans of
how legislation is passed in
the UK Parliament.
Debate whether the system
is an effective one.
Recap the nature of
‘representation’, outline how
this is done in the UK.
Ask who represents and
how and ask if both houses
represent.
Consider the nature of
‘scrutiny’ in the UK.
Parliament.
Begin to discuss
effectiveness of Parliament
as a legislature.
Parliamentary Structures in
Wales and the UK:
- The National Assembly
for Wales: composition
and main roles and
functions.
- GOWA
- Legislation in the
National Assembly for
Wales.
- L.C.O.’s, Measures, the
role of the Secretary of
State and Westminster.
- The changing legislative
brief of The National
Assembly for Wales.
Discuss and investigate the
roles and functions of the
NAfW, the GOWA will act
as a basis for this.
Consider how the NAfW
legislates.
Students to provide plans of
how legislation is passed in
the NAfW.
Investigate proposals to
reform legislative processes
in the NAfW and discuss if
there is a need to reform.
Parliamentary Structures in
Wales and the UK:
- Representation in The
National Assembly for
Wales.
- Differing nature of AMs.
- Petitions.
- Use of Technology.
- Scrutiny in the National
Assembly for Wales.
- The role of the AM in
fulfilling the above.
Discuss the nature of
‘representation’, in the
NAfW.
Is the NAfW experience any
different to Westminster in
this respect?
Do different AMs fulfill
different functions as far as
representation is
concerned?
Ask groups to consider and
prepare a possible petition
to the NAfW.
Consider the nature of
‘Scrutiny’ in the NAfW.
Sugges ted res ources
.parliament.uk
Article – Nick Gallop,
Select Committees,
Politics Review,
February 2010
Video – Making laws:
How is a law made?
www.parliament.uk
Duncan Watts, AS
Government and
Politics, 2008. p202219
www.assemblywales.o
rg
Video – Guide to the
National Assembly for
Wales,
www.news.bbc.co.uk/d
emocracylive
Article – How laws are
made,
www.news.bbc.co.uk/d
emocracylive
Article – Powers,
www.news.bbc.co.uk/d
emocracylive
www.assemblywales.o
rg
Video – Petitions,
www.senedd.tv
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 29
Week
8
9
10
Pos s ible content to be
covered
Parliamentary Structures in
Wales and the UK:
- The role of the MP/AM,
different parties and the
Opposition in fulfilling
the roles of the
structure in the Senedd
and at Westminster.
- Parliament and
government
relationships, executive
dominance.
- How effective are the
Parliamentary
structures in Wales and
the UK?
- How effective are our
MPs and AMs in
fulfilling their roles?
The Core Executives in
Wales and Westminster:
- The Prime Minister:
main roles, powers and
resources.
The Core Executives in
Wales and Westminster:
- The Cabinet system in
Westminster:
composition; roles and
function of Cabinet and
Cabinet Committees.
- Collective responsibility
and individual
ministerial
responsibility.
Sugges ted teaching and
homework activities
Ask students to investigate
the role of MPs/AMs,
paying special attention to
their own representatives.
School visit from AM/MP?
Debate how far do
MPs/AMs fulfil their roles,
and how their experiences
differ.
Consider the effectiveness
of both Wales and UK
parliaments.
Investigate what are the
roles, functions and powers
of both parliamentary
structures.
Sugges ted res ources
Video – Role of an MP,
www.parliament.uk
Video – Day in the life
of an assembly
member,
www.senedd.tv.uk
Article – Role of an
AM,
www.news.bbc.co.uk/d
emocracylive
Students to investigate the
job of Prime Minister,
providing a vacant position
advertisement and job
description.
Ask students to consider
from where the PM
receives his/her powers.
Consider the roles and
power sources of the PM
and the limits on his/her
power.
Analyse the styles of recent
PMs, and collate recent
examples of PMs wielding
power and fulfilling roles.
www.number10.gov.uk
Students to provide plan of
how the Executive and
Cabinet system work in the
UK.
Discuss role of the Cabinet,
and recent developments.
Consider the role and
importance of ministers.
Consider collective
responsibility and individual
ministerial responsibility,
determine whether these
conventions work.
www.cabinetoffice.gov.
uk
Article – Richard
Heffernan, PrimeMinisterial
predominance, Politics
Review, February
2008
Duncan Watts, AS
Government and
Politics, 2008. p231238
Article – Rob
McMahon, Whatever
happened to cabinet
government?, Politics
Review, November
2009
Duncan Watts, AS
Government and
Politics, 2008. p221231
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 30
Week
Pos s ible content to be
covered
The Core Executives in
Wales and Westminster:
- The Cabinet Office.
- Role of Civil Service in
Wales and
Westminster.
- Role of special
advisors in Wales and
Westminster.
Sugges ted teaching and
homework activities
Discuss the role,
development and
changing nature of the
Cabinet Office.
Discuss the importance of
the Civil Service, its role
and its changing
relationship to the
executive.
Consider the importance
of special advisers and
provide examples.
12
The Core Executives in
Wales and Westminster:
- The First Minister:
main roles, powers
and resources.
- The role of the Cabinet
and Cabinet
Committees in Wales.
- The First Minister and
his power: GOWA;
Party leader and
Coalition leader.
Consider the main roles,
powers and resources of
the First Minister as
illustrated in the GOWA.
Discuss the other sources
of powers and resources
and the constraints of
power.
Consider the role of
Cabinet and Cabinet
Committees in Wales.
www.wales.gov.uk
13
The Core Executives in
Wales and Westminster:
- Do we have prime
ministerial government
in Wales and the UK?
- The rise of the PM/
First Minister as
President in Wales and
the UK?
Discuss the different styles
of government, e.g. prime
ministerial, cabinet,
presidential.
Investigate examples of
different styles in Wales
and the UK.
Evaluate the effectiveness
of the Core Executive in
Wales and Westminster.
Article – Michael
Foley, The
presidential
controversy in Britain,
Politics Review,
February 2009
14
Revision.
11
Sugges ted res ources
Video – Democracy in
action – the media,
www.news.bbc.co.uk/
democracylive
Duncan Watts, AS
Government and
Politics, 2008. p239255
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 31
2.4
An example of one possible pathway through the A2 level
specification
GP4A
Week
1
2
Possible content to be covered
The Constitutional Framework of
US Government:
Introduction - United States of
America:
General, historical and political
overview.
Multinational nature of US,
importance of region/section.
Other significant factors: religion,
the economy, the media, social
problems and political culture.
The Constitutional Framework of
US Government:
Defining and classifying
constitutions:
Introduction to the US Constitution:
articles and amendment.
Founding Fathers and the
Constitution – processes and main
principles: limited government and
rights.
The amendment process, the Bill of
Rights, the separation of powers
and the checks and balances of the
Constitution.
Skills: Writing short answer
questions
Suggested teaching
and homework
activities
Various group work
activities as an
introduction to the
United States.
McNaughton (2001)
pages provides a
useful introduction to
aspects of life in the
USA.
Students undertake
individual research
and prepare a
PowerPoint
presentation on the
structure of the US
Constitution.
Video: Just the
Facts: The United
States Bill of Rights
and the
Constitutional
Amendments [DVD]
Article: The
American
Constitution (Alan
Farmer, Modern
History Review, Feb
2005)
Students prepare a
diagram to illustrate
the checks and
balances of the
constitution
Short Answer
Question: Explain
the Principle of the
Separation of powers
found in the US
Constitution (10
marks)
Suggested
resources
Useful maps and
timelines at
http://www.worldatl
as.com/webimage/
countrys/namerica/
us.htm
Simon Schama's
The American
Future: A History
[DVD]
Heywood, A
Politics pages
Bennett, A J US
Government and
Politics (2009)
pages 1 to 22
www.votesmart.org
/resource_govt101
_05.php
Article: The
American
Constitution (Alan
Farmer, Modern
History Review,
Feb 2005)
Video: Just the
Facts: The United
States
Constitution
[DVD] [1999]
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 32
Week
Possible content to be covered
3
The Constitutional Framework of
US Government:
An Assessment of the effectiveness
of the constitution.
Types of State: Unitary - Federal
comparison.
Federalism and the US Constitution.
4
The Constitutional Framework of
US Government:
Changing nature and phases of
federalism.
Federalism under George W Bush.
Consequences of federalism.
State government:
Comparing the US and UK
Constitutions for illustration.
Skills: Essay Writing
Suggested teaching
and homework
activities
Student led research
on the effectiveness
of the US
Constitution followed
by classroom debate.
Article and
questions: Does the
US Constitution
Work? (Anthony
Bennett, Politics
Review, April 2009)
Article and
questions:
Reshaping American
Federalism (Alan
Grant, Politics
Review, September
1998)
Suggested
resources
Bennett, A J US
Government and
Politics (2009)
pages 1 to 22
Harris C & Magee
E (2009) AQA A2
Government and
Politics: Unit 3A:
The Politics of the
USA
Bennett, A J (2009)
pages 22 -24
http://www.cas.sc.e
du/poli/courses/scg
ov/History_of_Fede
ralism.htm
Group work on
phases of US
Federalism
Article and
questions: The
British and American
Constitutions
Compared (Anthony
Bennett, Politics
Review, September
2001)
Essay: “Our
Constitution Works!”
Gerald Ford, postWatergate President.
To what extent is and
why can a
constitution written in
and devised for the
18th century still work
in the 21st century?
Article: American
Politics Essays
(Edward Ashbee,
Politics Review,
November 2002)
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 33
Week
Possible content to be covered
5
The US Supreme Court:
Supreme Court and the
Constitution.
Powers and functions.
Membership of the Supreme Court
and philosophy of justices, loose/
strict construction.
The US Supreme Court:
The appointment and confirmation
process of justices.
6
The power of judicial review and the
constitutional basis of this including
landmark cases.
7
Suggested teaching
and homework
activities
Students research:
Membership of the
Supreme court using
www.supremecourtus
.gov
Suggested
resources
Short Answer
Question: Explain
the way in which
Supreme Court
justices are selected
and appointed in the
US. (10 marks)
Video: Just the
Facts:
Understanding
Government The
Judicial Branch
[DVD]
Supreme Court and rights and
liberties: freedom of religion,
freedom of speech, freedom to bear
arms, freedom from unreasonable
searches, rights of arrested, capital
punishment, rights of racial
minorities.
Students research:
landmark cases
using
www.landmarkcases.
org/
The US Supreme Court
The Chief Justice: The Roberts
Court?
Checks and balances on the
Supreme Court: judicial or political
institution? Judicial activism and
restraint in Supreme Courts.
Comparative work.
Article and
questions: The
Roberts Court or is
it? (Robert
McKeever, Politics
Review, April 2007)
Student led
research and
Debate: Is the
Supreme Court too
powerful?
Heywood, A
Bennett, A J (2009)
pages
288 to 334
Article on Sonia
Sotomayor and the
US Supreme Court
– Politics Review
September 2009
Article and
questions: The
British and American
Constitutions
Compared (Anthony
Bennett Politics
Review September
2001)
Essay: ‘Nine
politicians sitting on a
bench’ Critically
evaluate this
description of the US
Supreme Court.
Article: The
Roberts Court
(Mike Simpson,
Talking Politics,
April 2007.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 34
Week
Possible content to be covered
8
The US Congress:
Congress and the Constitution.
Structure and membership of
Congress.
The powers and functions of
Congress – exclusive and concurrent.
The legislative process.
Suggested teaching
and homework
activities
Students research:
Membership of
House and Senate.
Suggested
resources
Students research:
Legislative process in
congress using
http://www.votesmart.
org/resource_govt10
1_02.php
Library of Congress
‘Thomas’ legislation
site
http://thomas.loc.go
v/
Article and
questions: Congress
and Law Making in
the US (Alex
Wadden, Politics
Review, Feb 2002)
9
The US Congress:
Congressional Committees.
Voting in Congress (party unity).
Scrutiny and oversight.
Financial powers.
Students Research:
The nature,
composition and
membership of
Standing Committees
in Congress.
Article and
questions: Why are
US Congressional
Committees so
Important (Anthony
Batchelor, Politics
Review, April 2009.
Short Answer
Question: Consider
the relative
importance of party
as an influence on
voting in the US
Congress (10 marks).
Bennett, A J (2009)
pages
179 to 221
Video: Just the
Facts:
Understanding
Government
the
Legislative Branch
[DVD]
http://www.house.g
ov/house/Committe
eWWW.shtml
http://www.senate.
gov/pagelayout/co
mmittees/d_three_
sections_with_teas
ers/committees_ho
me.htm
Article on Blue Dog
Democrats –
Politics Review
November 2009
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 35
Week
Possible content to be covered
10
The US Congress:
Party Leadership in Congress –
Role of the Speaker of the House.
The Representative Function of
Congress.
Evaluation of Congress.
Comparative work.
Suggested teaching
and homework
activities
Students Research:
Party leadership in
congress and
produce a diagram.
Students research:
The position of
Speaker of the
House of
Representatives
using
http://speaker.house.
gov/ and other
resources
Suggested
resources
House:
http://en.wikipedia.
org/wiki/Party_lead
ers_of_the_United
_States_House_of
_Representatives
Senate:
http://en.wikipedia.
org/wiki/Party_lead
ers_of_the_United
_States_Senate
Article and
questions: US
Congress and UK
Parliament are they
in decline? (Anthony
Batchelor, Politics
Review, November
2006.
11
The Executive Branch of
Government:
The President and the Constitution.
Powers and functions of the
presidency including State of the
Union Address; Executive orders,
presidential veto.
Students research
and draw diagram:
The Structure of the
US Executive.
Students research:
Powers and
responsibilities of US
President using e.g.
http://www.history.co
m/encyclopedia.do?a
rticleId=219793
Students discuss
the significance of:
State of the Union
Address; Executive
orders, presidential
veto.
Bennett, A J (2009)
pages 222 to 287
Just the Facts:
Understanding
Government: The
Executive Branch
Powers of
President:
http://www.votesma
rt.org/resource_gov
t101_04.php
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 36
Week
Possible content to be covered
12
The Executive Branch of
Government:
Federal Bureaucracy – distinction
between federal executive
departments and Independent
agencies of the United States
federal government
Nature, composition and functions
of the US Cabinet. Comparison with
UK Cabinet for illustration.
Suggested teaching
and homework
activities
Comparison of
Federal departments,
federal agencies,
independent
regulatory commission
and EXOP.
Article and
questions: US
Update – resignation
of US attorney general
(Edward Ashbee,
Politics Review, Feb
2008)
Suggested
resources
http://www.whitehou
se.gov/administratio
n/vice-presidentbiden
Article The US
Cabinet – Politics
Review, November
2009
http://www.whitehou
se.gov/administratio
n/cabinet
Activity- The Insiders:
The Presidents
Cabinet – download at
http://www.texaslre.or
g/downloads/lessons/
Dec%2008The%20Insiders-The%20President's%
20Cabinet.pdf
13
14
The Executive Branch of
Government:
Nature, composition and functions
of the EXOP.
Changing composition of EXOP.
Role of Whitehouse Chief of Staff
Presidents relationship with
Congress.
Foreign Policy.
The Executive Branch of
Government:
Theories of presidential power.
Growth of presidential power,
imperial presidency and the postimperial presidency – Nixon and
Watergate.
The Clinton Presidency and
Impeachment.
Students research:
Produce powerpoint
presentations on the
individual offices in
EXOP.
http://www.whitehou
se.gov/administratio
n/eop
Article and
questions: The
American Presidency
Imperial or Imperilled?
(Robert Busby,
Politics Review,
November 2002)
Just the Facts:
American
Presidents [DVD]
Students research:
The Process of
impeaching the US
president.
Article and
questions:
Clintongate and
Beyond (Alex
Waddan, Politics
Review, November
1999)
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 37
Week
Possible content to be covered
15
The Executive Branch of
Government:
The Bush Presidency.
The Obama Presidency.
Overall assessment of the
Presidency.
Comparison with UK Prime Minister
for illustration.
Suggested teaching
and homework
activities
Students research
and debate: An
evaluation of the
Bush Presidency.
Students produce a
table to represent the
strengths and
weaknesses of the
US President.
Suggested
resources
http://www.whiteho
use.gov/
http://www.hulu.co
m/spotlight/obamap
residency
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 38
GP3A
Week
Possible content to be covered
1
The Electoral Process and Direct
Democracy:
Presidential and Congressional
elections: overview of the process.
Requirements for the presidential
candidate.
The Invisible Primary.
Caucuses and primaries, including
their strengths and weaknesses.
The importance of Super Tuesday,
Why Hilary Clinton lost?
Suggested teaching
and homework
activities
Chapter and
questions: Does the
Invisible Primary
Matter? (Ashbee E
and Magee E (2007).
Students research
and evaluate: The
use of primaries and
caucuses.
Suggested
resources
Bennett, A J (2009)
pages 36 to 97
Just the Facts: The
Election Process in
America [DVD]
[2002]
Ashbee E and
Magee E (2007)
Students research
and draw timeline:
to illustrate the
nomination process
2008.
2
The Electoral Process and Direct
Democracy:
The National Party Conventions.
Role of the Mass Media.
Third Party candidates – Perot in
1992 and Nader in 2000.
Students research:
Importance of
balancing the ticket
and role of super
delegates.
Short Answer
Question: Explain
the purpose of
‘balancing the ticket’
in US Presidential
elections (10 marks).
Students research:
Importance of
presidential debates
and swing states.
Comparative work
on third party
candidates: Perot
2002 and Nader
2000 – possible
statistical exercise
comparing popularity
of third party
candidates in
different states.
http://news.bbc.co.
uk/1/hi/world/ameri
cas/7573652.stm
Article: Ralph
Nader and the
2000 US
Presidential
Election (Edward
Ashbee, Talking
Politics, April 2001)
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 39
Week
Possible content to be covered
3
The Electoral Process and Direct
Democracy:
The electoral college: how the system
works, strengths and weaknesses.
2008 Presidential elections:
Why did Obama Win?
Suggested teaching
Suggested
and homework
resources
activities
Article and questions:
The Electoral College:
Why so difficult to
reform? (Anthony
Bennett, Politics
Review. September
2006)
Article and questions:
The 2008 US
Presidential Election All
Change? (Robert
Singh, Politics Review,
February 2009)
4
The Electoral Process and Direct
Democracy:
Campaign Finance: expenses
statistics, Federal Election Campaign
Act (FECA) 1972, Bipartisan
Campaign Reform Act (BCRA) 2002
and their affects, strengths and
weaknesses of each.
Who spent what in
2008?
Students use internet to
research presidential
campaign expenses in
the US 2008
Presidential elections.
Article and questions:
The first billion dollar
US election (Clodagh
Harrington, Politics
Review, November
2009)
Congressional elections including the
importance of mid-terms.
Direct Democracy in the USA:
propositions, referendums and recall
elections.
Strengths and weaknesses.
Comparing direct democracy in the
US and UK for illustration.
Students research
and evaluate:
Congressional election
results in 1994, 2002,
2006
Article and questions:
Direct Democracy in the
USA (Paul Fairclough,
Politics Review, April
2004)
Students research
and evaluate:
Produce a table to
summarise the
strengths and
weaknesses of the use
of referendums,
initiatives and recalls in
the USA.
Article Results of
2008 congressional
elections – Edward
Ashbee, Politics
Review, Feb 2009
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 40
Week
Possible content to be covered
5
Voting Behaviour:
Factors influencing Voting Behaviour
in Presidential elections:
Partisan Alignment including: New
Deal Coalition, social class, gender,
religion, region, policies.
6
Voting Behaviour:
Partisan De-alignment including
candidate voting, issue voting,
performance voting and split ticket
voting.
Suggested teaching
and homework
activities
Students research
and evaluate:
Students to produce
PowerPoint
presentations on
factors influencing
voting behaviour.
Suggested
resources
Who voted in 2008?
Students use
internet to research
Voter patterns in US
2008 Presidential
elections.
Suggested source:
http://www.guardian
.co.uk/world/interacti
ve/2008/nov/04/usel
ections2008-usa
Students research
and evaluate:
Students produce a
table to record and
evaluate influences in
Congressional
elections.
Students research:
The origins of the US
two party system.
Bennett, A J (2009)
Bennett, A J (2009)
pages 80 to 88
Harris C & Magee E
(2009) pages 38 to
45
Non-voting and Abstention in US
Elections: turnout, democratic
overload, lack of choice, voter
registration and ‘Motor Voter Law’
and ‘Help America Vote Act’.
7
Voting Behaviour:
Voting Behaviour in Congressional
elections: turnout and factors.
Comparing voting patterns in the US
and UK for illustration.
8
US Party System and Political
Parties:
Types of party system.
Origins of the US Party system:
Federalists vs DemocraticRepublicans; Republicans vs
Democrats.
Major parties and ideology – main
differences in policy.
Polarisation of American politics.
Students research
and produce table
to represent:
Differences in
ideology and policies
of the Democrat and
Republican parties.
Article and
questions: US
political parties who
said the party was
over? (Edward
Ashbee, Politics
Review, November
2006).
Bennett, A J (2009)
pages 116 to 147
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 41
Week
Possible content to be covered
9
US Party System and Political
Parties:
Organisation of the two major
parties.
Reasons for the persistence of the
two party system.
Suggested teaching
and homework
activities
Students research
and produce table
to represent:
Organisation and/or
functions of US
parties.
Suggested
resources
Short Answer
Question: What is
meant by describing
the two main
American political
parties as ‘internal
coalitions?’ (10
marks).
10
US Party System and Political
Parties:
Third Parties in the USA.
Theories of party decline and
renewal.
Comparative work.
Students research
and create
PowerPoint
presentations on:
Examples of third
parties in the US.
11
US Pressure Groups:
Pluralism in the US.
Types of groups: systems of
classification.
Benefit of group membership.
Students research
and create
presentations on:
Examples of
pressure groups in
the US.
Article and
questions: Pressure
Groups and PACs in
the USA (Alan Grant
Politics, Review
February, 2001).
Bennett, A J (2009)
pages 148 to 177
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 42
Week
Possible content to be covered
12
US Pressure Groups:
Methods used by groups.
Impact of groups on issues: case
studies on abortion and gun control.
Suggested teaching
and homework
activities
Work to focus on:
•
lobbying and
Jack Abramoff
Indian lobbying
scandal
•
Direct action –
Ruckus Society
•
The influence of
the media
•
The politics of
Abortion
•
Gun politics
Suggested
resources
http://ruckus.org/
Short Answer
Question: Explain
the term lobbying
within the context of
pressure group
politics in the US (10
marks).
13
US Pressure Groups:
Decline of the religious right.
With God on Our
Side: George W.
Bush and the Rise
of the Religious
Right [DVD] [2004]
Impact of groups on government.
14
Regulation of group activity.
US Pressure Groups:
Perspectives on group power:
pluralism and elitism (New Right?)
Case studies focusing on iron
triangles, political machines and
clientelism; and corporate power in
US politics.
15
US Pressure Groups:
Arguments for and against group
activities.
Comparative work with UK.
Students use
internet research
and create
presentations on:
Iron Triangles,
political machines
and clientelism; and
corporate power.
Students research
and debate: The role
and power of
pressure groups in
the USA.
Possibly DVDs on
Corporate power
in US, such as:
The Corporation
[DVD] [2006]
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 43
3.
SUPPORT FOR TEACHERS
3.1
Generic Resources for the Specification as a whole
Any teacher's guide will be a partial one, biased by the writer's interests to some
degree. The notes below are a stimulus for the teacher. Most centres will have
some textbook resources, and these should remain as a general foundation. Indeed
it is highly recommended that teachers use the variety of resources available.
There are some principles, however, that are at the base of the specification.
Candidates should be equipped to understand both government and politics, and to
this end should be aware of the relevance of evidence (with examples from Wales
where most appropriate) to support general ideas.
No one text book provides the detail required for the WJEC specification.
Dunleavy et al (2006) Developments in British Politics 8, Palgrave Macmillan
Grant, M (2005) AS Level Government and Politics, Nelson Thornes
Heywood, A (2008) Essentials of UK Politics: An Introduction, Palgrave
Macmillan
Jones, B (2006) Politics UK, 6th Edition, Longman
Jones, B and Kavanagh, D (2004) British Politics Today, 7th Edition, Manchester
University Press
Kingdom, J (2003) Government and Politics in Britain, 3rd Edition, Polity Press
Leach, R, Coxall, B and Robin L (2006) British Politics, Palgrave Macmillan
McNaughton, N (2006) Success in AS Politics for Edexcel, Hodder Arnold
Roberts, D (2004) British Politics in Focus, Causeway Press
Watts, D (2008) AQA Government and Politics, Nelson Thornes
http://www.publicpolitics.net/
The National Assembly for Wales:
English Link – www.exploretheassembly.org
Welsh Link – www.chwilotaynycynulliad.org
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 44
3.2
Specific Resources
GP1 People, Politics and Participation
Participation and Voting Behaviour
Butler, D and Kavanagh, D (2005) The British General Election of 2005, Palgrave
Cole, M (2006) Democracy in Britain, Edinburgh University Press
Denver, D (2003) Elections and Voters in Britain, Palgrave
Geddes, A and Tonge, J (eds) (2005) Britain Decides: The UK General Election
2005, Palgrave
Stoker, G (2006) Why Politics Matters: Making Democracy Work, Palgrave
Macmillan
Electoral Systems
Robinson, C (2008) Elections and Voting in the UK, Edinburgh University Press
Smith, N (2006) UK Elections and Electoral Reform, Phillip Allan
Electoral Reform Society – www.electoralreformsociety.org
Political Parties in Wales and the UK
Garner, R and Kelly, R (2003) British Political Parties Today, Manchester
University Press
Lee, S and Beech, M (eds) (2009) The Conservatives Under David Cameron,
Built to Last?, Palgrave Macmillan
Smith, N (2007) UK Parties and Pressure Groups, Phillip Allan
Conservative Party - http://www.conservatives.com
Labour Party - http://www.labour.org.uk
Liberal Democrat Party - http://www.libdems.org.uk
Plaid Cymru - http://www.plaid.co.uk
Scottish National Party - http://www.snp.org.uk
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 45
Pressure Groups and Protest Movements
Coxall, B (2001) Pressure Groups in British Politics, Pearson
Grant, W (2000) Pressure Groups and British Politics, Palgrave
Watts, D (2007) Pressure Groups, Edinburgh University Press
Confederation of British Industry - http://www.cbi.org.uk
Countryside Alliance - http://www.countryside-alliance.org.uk
Greenpeace - http://www.greenpeace.org.uk
IPPR - http://www.ippr.org.uk
Demos - http://www.demos.org.uk
GP2 Governing Modern Wales
The British Constitution
Forman, N (2002) Constitutional Change in the UK, Routledge
Foster, S (2006) The Judiciary, Human Rights and Civil Liberties, Edinburgh
University Press
Harrison, K and Boyd, T (2006) The Changing Constitution, Edinburgh University
Press
King, A (2001) Does the UK Still Have a Constitution?, Sweet and Maxwell
Charter 88 – http://www.charter88.org.uk
Constitution Unit - http://www.ucl.ac.uk/constitution-unit
Department of Justice, Equality and Law Reform - http://www.justice.ie
European Court on Human Rights - http://www.echr.coe.int
Hansard Society – www.hansardsociety.co.uk
The Law Society - http://www.lawsociety.org.uk
Parliamentary Structures in Wales and the UK
Deacon, R and Sandry, A (2007) Devolution in the UK, Edinburgh University Press
Norton, P (2005) Parliament in British Politics, Palgrave
Trench, A (ed) (2004) Has Devolution Made a Difference? The State of the
Nation, The Constitutional Unit
Parliament - http://www.parliament.uk
National Assembly for Wales – www.assemblywales.org
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 46
The Core Executive in Wales and Westminster
Buckley, S (2006) The Prime Minister and Cabinet, Edinburgh University Press
Fairclough, P (2007) The Prime Minister and the Cabinet, Phillip Allan
Short, C (2005) An Honourable Deception?: New Labour, Iraq, and the Misuse
of Power, Free Press
Downing Street - http://www.number-10.gov.uk
Cabinet Office - http://www.cabinetoffice.gov.uk
Multi-level Governance in Wales and the UK
Geddes, A (2004) The European Union and British Politics, Palgrave
Pinder, J (2001) The European Union, A Very Short Introduction, Oxford
Paperbacks
Watts, D (2008) The European Union, Edinburgh University Press
Wilson, D and Gamew, C (2006) Local Government in the United Kingdom,
Palgrave Macmillan
European Parliament - http://www.europarl.eu.int
Other resources
News websites
BBC News - http://www.news.bbc.co.uk
The Guardian - http://www.guardian.co.uk
The Independent - http://www.independent.co.uk
Sky - http://www.news.sky.com
The Telegraph - http://www.telegraph.co.uk
The Times - http://www.timesonline.co.uk
The Western Mail - http://www.walesonline.co.uk
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 47
Weekly digests
The Economist - http://www.economist.com
New Statesman - http://www.newstatesman.com
Newsweek - http://www.newsweek.com
The Spectator - http://www.spectator.co.uk
Time - http://www.time.com
Educational offices
CEWC - http://www.cewc-cymru.org.uk
Electoral Commission - http://www.dopolitics.org.uk
Parliament - http://www.parliament.uk
National Assembly for Wales - http://www.assemblywales.org
Journals
Politics Review
Talking Politics
GP3a and GP4a Resources for US Government and Politics
Books
General Textbooks
Ashbee, E (2002) American Society Today, Manchester University Press
Ashbee, E (2004) US Politics Today, Manchester University Press; 2nd Revised edition
Bennett, A J (2009) US Government and Politics, Philip Allan; 3rd Revised edition
Bennett, A J (2009) US Government and Politics Annual Survey 2009, Philip Allan
Heywood, A (2007) Politics (Palgrave Foundations), Palgrave Macmillan; 3rd Revised edition
McKay, D (2009) American Politics and Society, WileyBlackwell; 7th Edition
McKeever, R J & Davies, P J (2005) Politics USA, Longman; 2 edition
McKeever, R J & Davies, P J (20 Jan 2006) Brief Introduction to US Politics, Longman; Brief ed
edition P J
McNaughton, N (2001) Success in Politics, Hodder Murray; 2nd Revised edition
Peele, G (11 Aug 2006)
illustrated edition
Developments in American Politics 5, Palgrave Macmillan;
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 48
Singh, R (2002) American Government and Politics: A Concise Introduction, Sage
Publications Ltd
Singh, R (2003) Governing America: The Politics of a Divided Democracy, OUP Oxford
Storey, W (2007) US Government and Politics (Politics Study Guides), Edinburgh University
Press
Watts, D (2006) Understanding American Government and Politics (Understanding
Politics), Manchester University Press; 2nd Revised edition
Advanced Topic Master Series for US Politics, (Philip Allan)
Bennett, A and Magee, E (2007) The US Congress
Bennett, A (2006) The Presidency and Presidential Power
Bennett, A (May 2010) The US Supreme Court
Ashbee, E and Magee E (2007) US Elections and Voting Behaviour (Advanced Topic
Masters)
Study and revision guides
Bennett, A J (2010) A2 US Government and Politics: Exam Revision Notes, Philip Allan; 3rd
Revised edition
Fairclough, P (2009) AS and A Level Government and Politics Through Diagrams: Oxford
Revision Guides, OUP Oxford
Fairclough, P (2005) A2 US and Comparative: Government and Politics: Flash Revise
Cards, Philip Allan
Harris, C & Magee, E (2009) AQA A2 Government and Politics: Unit 3A: The Politics of the
USA, Philip Allan
Harris, C (2009) AQA A2 Government and Politics: Unit 4A: The Government of the USA,
(Paperback) Philip Allan
Moxon, K & Magee, E (2009) A2 US Government and Politics: Workbook Unit 1:
Representation in the USA, Philip Allan; Stu Wkb edition
Moxon, K & Magee, E (2009) A2 US Government and Politics: Workbook Unit 2:
Governing the USA, Philip Allan; 2nd Revised edition
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 49
Useful Texts
Obama, B (2007) Dreams from My Father: A Story of Race and Inheritance
Obama, B (2007) The Audacity of Hope
Obama, B (2008) Change We Can Believe In: Barack Obama's Plan to Renew America's
Promise
Moore, M (2002) Stupid White Men: ...and Other Sorry Excuses for the State of the
Nation!
Moore, M (2003) Dude, Where's My Country?
Moore, M (2008) Mike's Election Guide 2008
TV, Film, Video and DVDs
Factual DVDs
Just the Facts: The United States Constitution [DVD] [1999] [Region 1] [US Import]
[NTSC]
Just the Facts: The United States Bill of Rights and the Constitutional Amendments
[DVD] [1999] [Region 1] [US Import] [NTSC]
Just the Facts: Understanding Government [DVD] [Region 1] [US Import] [NTSC] – Box
set includes: The Executive Branch; The Legislative Branch; The Judicial Branch.
Just the Facts: American Presidents [DVD] [1999] [Region 1] [US Import] [NTSC]
Just the Facts: The Election Process in America [DVD] [2002] [Region 1] [US Import]
[NTSC]
All available from amazon.co.uk
Barack Obama - His Story: (Election Victory Special Edition) [DVD] [2008]
NBC News Presents: Yes We Can! – The Barack Obama Story [DVD] [2009] [Region 1]
[US Import] [NTSC]
Simon Schama's The American Future: A History [DVD]
Frost / Nixon - The Watergate Interview [DVD] [1977]
Outfoxed: Rupert Murdoch's War on Journalism [DVD] [2004] [US Import]
With God on Our Side: George W. Bush and the Rise of the Religious Right [DVD]
[2004] [Region 1] [US Import] [NTSC]
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 50
Films and drama
All The President's Men [DVD] [1976] Robert Redford; Dustin Hoffman
Bob Roberts [DVD] [1992] Tim Robbins
Frost/Nixon [DVD] [2008] Michael Sheen
The West Wing - Complete Season 1 [DVD] Martin Sheen
Streaming Videos
www.youtube.com/
http://www.c-span.org/
http://www.youtube.com/user/CSPAN (Youtube c-span channel)
http://www.hulu.com/spotlight/obamapresidency (Latest news and commentary on the
Obama Presidency)
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 51
Websites
General
U.S. Government & Politics Resources from PBS:
http://www.pbs.org/teachers/_files/pdf/PBS_AP-US_Gov-Politics.pdf
Robert Teeter’s Portal for useful American politics websites:
www.interleaves.org/~rteeter/uspolitics.html
Useful US politics portal: http://uspoliticsguide.com/
BBC News America http://news.bbc.co.uk/1/hi/world/americas/
US political documents online – www.archives.gov
Useful US government site – www.america.gov
Maps and timelines http://www.worldatlas.com/webimage/countrys/namerica/us.htm
Project Vote Smart: http://www.votesmart.org/index.htm
Project Vote Smart links for political resources http://votesmart.org/resource_overview.php
Teachervision Website (lots of printable resources):
http://www.teachervision.fen.com/government/teacher-resources/6623.html
Law Focused Education (Lots of resources and activities): http://www.texaslre.org/
Media
Newspapers
The New York Times – www.nytimes.com
USA Today – www.usatoday.com
Washington Post – www.washingtonpost.com
Washington Times – www.washtimes.com
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 52
Government websites
The One-Stop Site – www.firstgov.gov
The Executive – www.whitehouse.gov/
The Legislature – www.senate.gov
– www.house.gov
– www.speaker.gov
Library of Congress ‘Thomas’ legislation site – http://thomas.loc.gov/
For Supreme Court – www.supremecourtus.gov
Federal Courts System – www.uscourts.gov
Landmark Supreme Court Cases – www.landmarkcases.org/
History of US Federalism –
http://www.cas.sc.edu/poli/courses/scgov/History_of_Federalism.htm
US Constitution on-line – http://www.usconstitution.net/
Websites Political Parties
The Democratic Party – www.democrats.org
The Republican Party – www.gop.com
The Green Party USA – www.greenparty.org
The Reform Party – www.reformparty.org
The Libertarian Party – www.lp.org/
Websites Pressure Groups
There are many of these, for example:
NAACP (National Association for the Advancement of Colored People) – www.naacp.org
NOW (National Organization for Women) – www.now.org/
NRA (National Rifle Association) – http://www.nra.org/home.aspx
AFL-CIO (Federation of labor organizations – America’s union movement) – www.aflcio.org
ACLU (American Civil Liberties Union) – www.aclu.org
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 53
GP3b Ideologies
Generical Resources
Adams I, (2001 Political Ideologies Today, 2nd Edition, Manchester University Press
Eatwell R and Wright A (editors), (2000) Contemporary Political Ideologies Continuum
Eccleshall R, Geoghegan V, Lloyd M, Mackenzie I, Wilford R, Kenny M, and Finlayson A,
Political ideologies: An Introduction, 3rd Edition, Routledge
Festenstein M and Kenny M (editors), (2005) Political Ideologies: A Reader and Guide,
Oxford University Press
Goodwin B, (2007) Using Political Ideas, Wiley
Heywood A, (2007) Political Ideologies, 4th Edition, Palgrave Macmillan
Heywood A, (2004) Political Theory, 3rd Edition, Palgrave Macmillan
Hoffman J and Graham P, (2006) Introduction to Political Ideologies, Pearson
Leach , R (2002) Political Ideologies in Britain, Palgrave Macmillan
McNaughton, N (2009) Government and Politics for A2 Ideologies, Hodder
Vincent A, (1992) Modern Political Ideologies, Blackwell
'Conservative Policy under Cameron' Politics Review, February 2010
'Has Conservatism moved beyond Thatcherism?' Politics Review, November 2009
'Whatever happened to New Labour?' Politics Review, September 2009
'Anarchism, Socialism and Utopia' Politics Review, February 2009
'Socialism and Equality' Politics Review, November 2008
'Liberalism, Toleration and Diversity' Politics Review, September 2008
'Conservatism under Cameron: the new "third way"' Politics Review, February 2008
'Nationalism in the UK: progressive or reactionary? Politics Review November 2007
'Socialism' Politics Review April 2007
Liberalism
Gray J, (2000) Two Faces of Liberalism, Polity Press
Gray J, (1995) Liberalism, 2nd Edition, Open University Press
Harvey D, (2005) A Brief History of Neoliberalism, Oxford University Press
Holden B, (1993) Understanding Liberal Democracy, 2nd Edition, Harvester Wheatsheaf
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 54
Ramsey M, (1997) What's Wrong with Liberalism? A Radical Critique of Liberal
Political Philosophy, Leicester University Press
Conservatism
Gamble A, (1994) The Free Economy and the Strong State, 2nd Edition, Macmillan
Gray J and Willetts D, (1997) Is Conservatism Dead?, Profile Books
Honderich T, (1991) Conservatism, Penguin
Scruton R, (2001) The Meaning of Conservatism, 3rd Edition, Palgrave Macmillan
Stelzer I, (2004) Neoconservatism, Atlantic Books
Socialism
Giddens A, (1998) The Third Way: The Renewal of Social Democracy, Polity Press
Martell L, (2001) Social Democracy: Global and National Perspectives, Palgrave
Macmillan
Moschonas G, (2002) In the Name of Social Democracy - The Great Transformation:
1945 to the Present, Verso
Sassoon D, (1997) One Hundred Years of Socialism, Fontana
Wright A, (1996) Socialisms: Theories and Practices, Oxford University Press
Nationalism
Brown D, (2000) Contemporary Nationalism: Civic, Ethnocultural and Multicultural
Politics, Routledge
Hearn J, (2006) Rethinking Nationalism: A Critical Introduction, Palgrave Macmillan
Özkirmli U, (2005) Contemporary Debates on Nationalisms: A Critical Engagement,
Palgrave Macmillan
Smith A D, (2001) Nationalism: Theory, Ideology, History, Polity Press
Spencer P and Wollman H, (2002) Nationalism: A Critical Introduction, Sage
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 55
GP4b – Challenges in Contemporary Politics
Resources for teachers

John Baylis, Steve Smith, Patricia Owens, The Globalization of World Politics 4th
Edition, Oxford University Press, 2008

David Held, Anthony McGrew, Globalization/ Anti-Globalization: Beyond the
Great Divide, Polity Press, 2007

Andrew Dobson, Green Political Thought, Routledge, 2007

Jennifer Mather Saul, Feminism: Issues and Arguments, Oxford University Press,
2003

Bhikhu Parek, Rethinking Multiculturalism, Cultural Diversity and Political
Theory, Palgrave MacMillan, 2005

Bhikhu Parek, A New Politics of Identity: Political Principles for an
Interdependent World, Palgrave MacMillan, 2008

Charles Taylor, Secularism, Religion and Multicultural Citizenship, Cambridge
University Press, 2008
Resources suitable for use by A-level students:
General

Andrew Heywood, Political Ideologies an Introduction 4th Edition, Palgrave
MacMillan, 2007

Andrew Heywood, Politics 3rd Edition (Palgrave Foundations), Palgrave MacMillan,
2007

Neil McNaughton, Government and Politics for A2 - Ideologies 2nd Edition, Hodder
Education, 2009
Topic Specific

Simon Oakes, Globalisation, Advanced Topic Masters, Phillip Allan Updates, 2010

Manfred Steger, Globalization, A Very Short Introduction, Oxford University
Press, 2009

Deborah Outhwaite, UK and EU Political Issues, Advanced Topic Masters, Phillip
Allan Updates, 2011

Margaret Walters, Feminism, A Very Short Introduction, Oxford University Press,
2005

Cathia Jenainati, Introducing Feminism, Icon Books, 2007

Tariq Modood, Multiculturalism (Themes for the 21st Century), Polity Press, 2007
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 56
Useful texts

Naomi Klein, No Logo, Fourth Estate, 2010

Naomi Klein, The Shock Doctrine: The Rise of Disaster Capitalism, Penguin,
2008

John Pilger, The New Rulers of the World, Verso Books, 2003

Al Gore, An Inconvenient Truth: The Crisis of Global Warming (Young Adult
version), Bloomsbury Publishing PLC, 2007

Natasha Walter, Living Dolls: the Return of Sexism, Virago Press, 2010

Natasha Walter, the New Feminism, Virago Press, 1999

Germaine Greer, the Female Eunuch, Harper Perennial, 2006

Betty Friedan, the Feminine Mystique, Penguin, 2010

Kat Banyard, the Equality Illusion, the Truth about Women and Men Today,
Faber and Faber, 2010

Jessica Valenti, He’s a Stud, She’s a Slut and 49 Other Double Standards Every
Woman Should Know, Seal Press, 2008
Articles
•
In Focus: Globalisation, Politics Review, November 2008
•
Andrew Heywood, Ecologism and the Politics of Sensibilities, Politics Review,
February 2010
•
Paul Graham, Modern Trends in Feminism, Politics Review April 2010
•
John Hoffman, Feminism and Difference, Politics Review, April 2009
•
Sarah Childs and Rosie Campbell, Women’s Representation in Parliament,
Politics Review, February 2009
•
Helen Pike, Varieties of Feminism, Politics Review, February 2008
•
Andrew Heywood, Multiculturalism, Identity and Diversity, Politics Review,
September 2009
•
Andrew Heywood, Liberalism, Toleration and Diversity, Politics Review,
September 2008
•
In Focus: Cohesive Communities, Politics Review, February 2008
Audio-visual material
Documentary-style
The Corporation DVD 2006
The War on Democracy, John Pilger, DVD 2007
An Inconvenient Truth: The Crisis of Global Warming DVD
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 57
Feature films
The Age of Stupid DVD
Brick Lane DVD
The Yes Men Fix the World DVD
Websites
Globalisation:
http://www.imf.org/external/np/exr/key/global.htm (the IMF and globalisation)
http://www.youtube.com/watch?v=erpgSY94GRI (arguments of the anti-global movement)
http://www.un.org/ (the United Nations Organisation)
http://europa.eu/index_en.htm (the European Union)
http://www.pugwash.org/reports/rc/prins.htm (politics of intervention)
http://www.globalpolicy.org/home.html (Global Policy Forum, an independent watchdog
organisation)
Environmentalism:
http://www.suite101.com/environmentalism (definition, articles, links)
http://www.greenparty.org.uk/
http://www.foe.co.uk/ (Friends of the Earth)
http://www.greenpeace.org.uk/autofrontpage
Feminism:
http://feminism.eserver.org/theory/feminist/Womens-Movement.html
Multiculturalism:
http://news.bbc.co.uk/1/hi/uk/3600791.stm
Multicultural Wales:
http://newscdn.bbc.net.uk/1/hi/programmes/from_our_own_correspondent/331650.stm
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 58
3.3
National Grid for Learning – Cymru
A particular source of resources and support for teachers of WJEC Government and
Politics GCE AS/2 has been created on the National Grid for Learning Cymru.
http://www.ngfl-cymru.org.uk
Teachers will find a wide range of supporting materials including:
•
•
•
•
•
a Politics Forum to share ideas and resources;
activities for lessons;
a glossary of terms;
interactive resources for students;
useful websites.
Much of this material is intended to be downloaded so that it can be edited by
teachers to suit the needs of their own candidates and centres.
Please contact NGfL Cymru if you become aware of new and useful sites, or if you
have material that you wish to contribute to the website.
It is hoped that teachers will be willing to contribute their own work and ideas to this
site for the benefit of colleagues in other centres.
Please keep returning to the site as new materials are regularly added.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 59
4.
ASSESSMENT GUIDANCE
Examiners are looking for:
•
•
•
•
•
•
Coherent, well-written accounts
Knowledge of Government and Politics
Reference to evidence and examples
Effective use of evidence to support an argument
Consistent reference to the question
Efforts to analyse and/or evaluate
Teachers can be supported by:
•
•
•
•
•
Attending CPD - details on-line and with your Examinations Officer
Using on-line resources on www.wjec.co.uk and www.ngfl.gov.uk
Checking comments in Examiners' Reports
Studying the itemised data about candidates' performance on the WJEC secure
website (ask your Examinations Officer for details)
Asking for specific support, help and advice from the Subject Officer
Students can be supported by:
•
•
•
•
Examination Practice
Training in reading the question
Learning to plan both inside and outside the examination room
Understanding the importance of grammar, spelling and quality of language
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 60
The following table indicates where the assessment objectives are tested in the examination
papers:
AS
level
Part (a)
Part (b)
Part (c)
A2
level
Part (a)
Part (b)
AO1
AO2
AO3















The relative weightings of the assessment
objectives in each question is given in the
specification
Terms used in the examination questions
AS Level:
Part (a) – the wording will always be, ‘What is meant by the term X (line…)?’
Part (b) – the wording will always be, ‘Using your own knowledge as well as the extract,
explain …’
Part (c) – a variety of command words will be used that will require candidates to analyse
and make judgements, e.g. ‘Assess’, ‘Evaluate’, ‘Discuss’, ‘Argue’, ‘Debate’
A2 Level:
Part (a) - the wording will always be, ‘Explain…’
Part (b) - a variety of command words will be used that will require candidates to analyse
and make judgements, e.g. ‘Assess…’, ‘Evaluate…’, ‘Discuss’, ‘Consider critically…’
Strategies for answering the examination questions
•
•
•
•
The questions are ‘stepped’ so that the earlier parts are easier than the later parts. It
is intended that students will be able to access the marks of earlier parts of the
question more easily than those of the essay-type responses required in the last part.
For that reason it is expected that students will answer the earlier parts before the
later parts. However, some students may prefer to answer the essay-type questions
first followed by the earlier parts of the questions. The order in which students
attempt the questions is up to them. They must take care to number their responses
accurately.
Students should illustrate their explanations and arguments with recent examples.
Those from more than 20 years ago would have to be particularly pertinent and
relevant to be credited.
Students should illustrate their explanations and arguments with examples from the
government and politics of Wales wherever possible and relevant.
Advice for each part of the questions:
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 61
AS Level
Part (a) [5 marks]
The Examiner is looking for:
• A definition of the term
• Detailed development of what the term means, in context
• An example or specific fact
Part (b) [10 marks]
The Examiner is looking for:
• A range of reasons or ‘Big Points’ (about 3) – a separate paragraph each, clear
structure, continuous prose
• Use of the extract and own knowledge
• Each paragraph to be developed and supported with explanation, not just
description, and examples
• Clear focus on answering the question set (use the wording of the question)
Part (c) [25 marks]
The Examiner is looking for:
• An essay-type response; continuous prose
• A 1-2 sentence introduction to set the context based on the actual question asked
• A 2-sided approach. Deal with the perspective in the question, and the counterargument(s). Write about 3-4 factors or ‘Big Points’ for each side with each ‘Big
Point’ in a separate paragraph.
• Each paragraph to be developed and supported with explanation, analysis and
examples covering a range of appropriate material
• Clear focus on answering the question set – good selection of ‘Big Points’ and
examples, each paragraph clearly answering the question set rather than a model
answer
• Use of political vocabulary
• Concluding paragraph that answers the question set and makes a judgement
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 62
A2 Level
Part (a) [10 marks]
The Examiner is looking for:
• A range of reasons or ‘Big Points’ (about 3) – a separate paragraph each, clear
structure, continuous prose
• Each paragraph to be developed and supported with explanation, not just
description, and examples
• Clear focus on answering the question set (use the wording of the question)
Part (b) [30 marks]
The Examiner is looking for:
• An essay-type response; continuous prose
• An introductory paragraph to set the context based on the actual question asked
• A 2-sided approach. Deal with the perspective in the question, and the counterargument(s). Write about 3-4 factors or ‘Big Points’ for each side with each ‘Big Point’
in a separate paragraph.
• Each paragraph to be developed and supported with explanation, analysis and
examples, and evaluations relative to the question
• Clear focus on answering the question set – good selection of ‘Big Points’ and
examples; each paragraph clearly answering the question set rather than a model
answer
• Use of political vocabulary
• A discursive approach with a range of knowledge showing in-depth understanding of
the topic appropriate to A2 level
• A substantial conclusion that answers the question set and makes an overall
judgement that is well-argued
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 63
5.
ADVICE FOR CANDIDATES

Constructing effective paragraphs:
Students will access the marks available on the mark scheme more readily (across
all the Assessment Objectives and at the higher levels) if their responses are
organised well and focus clearly on the question set. It is helpful for students to
organise their paragraphs using a PEEL approach, where:
P=
E=
E=
L=
a POINT made which directly answers the question (use the wording of the
question)
EXPLANATION of the point, i.e. detailed development of the argument
EVIDENCE to support the point being made – examples
a LINK back to the question to reinforce clearly the way in which the paragraph
answers the question set
P=
a sentence
E+E = the main body of the paragraph, about 6-8 sentences
L=
a sentence or two
This structure is equally applicable to both AS Level and A2 Level.
Students should be encouraged to write a coherent argument or discussion of the question
set, especially in answer to the essay-type parts at AS and A2. Paragraphs are not standalone, and need to be connected up in a discussion. The following vocabulary may be useful
in helping students to connect paragraphs to one another:
Consequently
Therefore
Because of
As a result
Rather than
Nonetheless
Notwithstanding
Furthermore
Nevertheless
In addition to
Also
Paradoxically
It is worth investing some time in improving students’ communication skills, as their answers
will be clearer, more focused and more credit-worthy.
Students should be encouraged, particularly at A2 Level, to give their work individuality and
greater sophistication by varying the vocabulary they use, especially in the P and L parts of
their paragraphs.
In answering the question, ‘Assess the importance of Committees as the main method
Parliament can use to scrutinise the Executive,’ opening sentences (P sentences) such as
those below are to be expected at AS Level:
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 64
1. ‘One reason why committees are important in Parliament is that they hold the executive
to account.’
2. ‘Another reason why committees are important in Parliament is that they scrutinise
legislation.’
These are perfectly functional opening sentences, but are rather list-like and
unsophisticated. Students aiming for top grades at AS Level, and students at A2 Level,
should endeavour to bring more individuality to their work and present it in a less formulaic
way, whilst still adhering to the basic PEEL structure, by cultivating a wider repertoire of
vocabulary and expression. It is also possible to bring evaluation of the importance of
factors, and judgement-making, into the P and L sentences of paragraphs which will then
enable students to score highly for Assessment Objective 2. This is particularly important for
A2 Level students.
Consider the examples of opening sentences to paragraphs (P sentences) below, all of
which relate to the question, ‘Assess the relevance of the US Constitution for the
government of the USA in the 21st century.’
1.
2.
3.
‘The main modern institutions of US government, such as the Federal bureaucracy,
are unregulated by the Constitution, and this makes it supremely irrelevant to 21st
century America.’
‘The US constitution embodies principles which are still the cornerstone of American
life. This makes it as relevant today as when it was drawn up in the eighteenth
century.’
‘The Constitution is often characterised as vague and irrelevant, but in fact this
vagueness gives it supreme flexibility which is crucial to its relevance, even after 200
years.’
These opening sentences are more than lists. They contain judgements and some make
evaluations.
Here are some examples of the sort of vocabulary students might use, all to express positive
judgements. A thesaurus will give many more ideas, and suggestions for words indicating a
negative evaluation or judgement:
striking
major
exceptional
compelling
eminent
outstanding
profound
notable
adequate
sufficient
telling
impressive
acute
vital
central
key
critical
crucial
weighty
significant
It is recommended that teachers and students familiarise themselves with the characteristics
of answers to each type of question at the various levels. These are described in the generic
mark schemes.
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 65
APPENDIX A
Geirfa Llywodraeth a Gwleidyddiaeth / Vocabulary List
adeileddiaeth gaeth a rhydd
adolygiad barnwrol
adran weithredol
aelodaeth dorfol
aelodau gweithredol / selogion
aelodau’r meinciau cefn / blaen
aelod-wladwriaeth (aelod-wladwriaethau)
anghyfundrefnol
Ail Welliant i Gyfansoddiad UDA
aml-ddiwylliannaeth
amrywiaeth ddiwylliannol
annibyniaeth farnwrol
anwadalwch
apathi
Arlywydd
arlywyddol
arolwg (arolygon) barn
ataliad barnwrol
atebolrwydd
atodlen
cangen farnwrol
cangen weithredol
canran sy’n pleidleisio / a bleidleisiodd
carfan bwyso (carfanau pwyso)
cawcws
ceidwadaeth
ceidwadaeth dosturiol / drugarog
cenedlaetholdeb
cleientaeth
Clymblaid y Fargen Newydd
clymblaid, clymbleidiol
Coleg Etholiadol
corff deddfwriaethol
corfforaeth ryngwladol
craffu
cwangos
cydgyfrifoldeb
cydsynio
cyfnerthu
cyfnodau sefydlog
cyfran y bleidlais
cyfranogiad
cyfreithlondeb
cyfrifoldeb gweinidogol unigol
cyfundrefnol
Cymdeithas Llywodraeth Leol Cymru
Cyngor Ewrop
Cyngor y Gweinidogion
Cyngres (UDA)
cynnig
strict and loose constructionism
judicial review
executive
mass membership
activists
backbenchers / frontbenchers
member state(s)
uncodified
2nd Amendment to the US Constitution
multiculturalism
social diversity
judicial independence
volatility
apathy
President (of a country)
presidential
opinion poll(s)
judicial restraint
accountability
schedule
judicial branch
executive branch
voter turnout
pressure group(s)
caucus
conservatism
compassionate conservatism
nationalism
clientelism
New Deal Coalition
coalition
Electoral College
legislature
multinational/transnational corporation
scrutiny
quangos
collective responsibility
consent
consolidation
fixed terms
share of the vote
participation
legitimacy
individual ministerial responsibility
codified
Welsh Local Government Association
Council of Europe
Council of Ministers
Congress (USA)
proposal / proposition
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 66
cynrychiadol
cynrychiolaeth gyfrannol
cyntaf-yn-y-ras = mwyafrif syml
chwip dair llinell
dadymochri (pleidiol)
datganoledig
datganoli
deddfu
deddfwriaeth eilaidd
deddfwriaeth gynradd
democratiaeth gynrychiadol
diffyg democrataidd
dominyddu
dwyochrol
elitaeth
enwebu
etholaeth
Ewro-sgeptig
feto (arlywyddol), cf. pleidlais atal
ffederaliaeth
ffilibystriad
gorlwytho democrataidd
graddoliaeth
grwpiau buddiant
grwpiau un mater
grym / pŵer
grym corfforaethol
grym y llywodraeth
gwahaniad pwerau cyfansoddiadol
gweithredu uniongyrchol
gwladwriaeth genedlaethol
gwladwriaeth unedol
gwladychiaeth
gwledydd democrataidd rhyddfrydol
gwrthblaid
gwrthdystiad gwleidyddol cyfreithlon
haeniad cymdeithasol
hawl dileu
hawliau di-syfl
homogenedd
ideoleg drechaf
isetholiad
lobïo
llygredd
llywodraeth golegol
mandad
Marcsaeth
mathau o ddiwylliant gwleidyddol
meincwyr blaen y llywodraeth
melin drafod (melinau trafod)
Mesur
Mesur Iawnderau
mudiad anllywodraethol
representative
proportional representation
first-past-the-post = simple plurality
three-line whip
(partisan) dealignment
devolved
devolve / devolution
to legislate
secondary legislation
primary legislation
representative democracy
democratic deficit
dominate
bilateral
elitism
nominate / nominations
constituency
Eurosceptic
veto (presidential)
federalism
filibuster
democratic overload
gradualism / incrementalism
interest groups
single issue groups
power
corporate power
the government’s power
constitutional separation of powers
direct action
nation-state
unitary state
colonialism
liberal democracies
opposition (party)
lawful political demonstration
social stratification
override
entrenched rights
homogeneity
dominant ideology
by-election
to lobby
corruption
collegiate government
mandate
Marxism
typologies of political culture
government frontbenchers
think tank(s)
Bill
Bill of Rights
non-governmental organisation (NGO)
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 67
mwyafrif syml
mwyafrifol
nawdd
normadol
parhad
partïon trydyddol (ond, trydydd parti)
patrwm pleidleisio
plaid drechaf
pleidgarwch
pleidiau etholaethol
pleidiau pabell fawr
pleidlais amgen
pleidlais atal, cf. feto
pleidlais gudd
pleidlais gyffredinol
pleidlais sengl drosglwyddadwy
pleidleisiau a fwriwyd
pleidleisio ar sail materion
pleidleiswyr pendil
plwraliaeth
Prif Weinidog Cymru
Prif Weinidog Prydain
prifweinidogaeth
pŵer / grym
pwerau’r Cynulliad
pwyntiau sicrhau mynediad
rhagetholiadau
rhanbarthiaeth
rhanbarthol
rhannu’r bleidlais
rhestr gytbwys o ymgeiswyr
rhwystrau a gwrthbwysau
rhyddfrydiaeth
rhyngwladoliaeth
rhywedd
San Steffan
sedd ymylol
sefydlogrwydd
Senedd
Senedd Ewrop
senoffobia
sofraniaeth
sofraniaeth gydgyfrannol
Swyddfa Weithredol
sybsidiaredd
system aelod ychwanegol
System y Rhestri Pleidiau Rhanbarthol
tagfa ddeddfwriaethol
taleithiau pendil
taleithiol
teyrngarwch i blaid
totalitariaeth
(simple) plurality (yng ngyhyd-destun
pleidleisio)
majoritarian, majority
patronage
normative
continuity
third parties
voting behaviour / pattern
dominant party
partisanship
constituency parties
big tent parties
alternative vote
veto (heb fod yn arlywyddol)
secret ballot
universal suffrage
single transferable vote (STV)
votes cast
issue voting
swing voters
pluralism
First Minister
Prime Minister
premiership
power
the Assembly’s powers
access points
primaries (primary elections)
regionalism
provincial/regional
ticket splitting
balanced ticket
checks and balances
liberalism
transnationalism
gender
Westminster
marginal seat
stability
Parliament
European Parliament
xenophobia
sovereignty
pooled sovereignty
Executive Office
subsidiarity
additional member system
Regional Party List System
gridlock
swing states
(of a) state
party loyalties
totalitarianism
GCE AS and A GOVERNMENT AND POLITICS Teachers' Guide 68
tra-arglwyddiaeth yr adran weithredol
trefn ddwy siambr
trefn lywodraethol fyd-eang
trefn lywodraethol is-genedlaethol
trydydd parti (ond, partïon trydyddol)
Tŷ’r Arglwyddi
Tŷ’r Cyffredin
uchelgyhuddiad
unbennaeth etholiadol
uwch genedlaethol
uwchgynhadledd
y bleidlais
y farn gyffredin
y farnwriaeth
y Llys Goruchaf
ymatal gwahaniaethol
ymatal rhag pleidleisio
ymgeisydd allanol
ymgeisydd mewnol
ymgeisyddiaeth
ymgynghorwyr gwleidyddol
ymgyrchoedd mater-ganolog
ymgyrchoedd ymgeisydd-ganolog
ymochri
ymochri pleidiol
ymostyngiad
ymwahaniaeth
Yr Undeb Ewropeaidd
GCE Government and Politics Teachers Guide (2009)/MLJ
15.03.11
executive dominance
bicameral
global governance
sub-national governance
third party
House of Lords
House of Commons
impeachment
elective dictatorship
supranational
summit
franchise
grassroots opinion
the judiciary
Supreme Court
differential abstention
abstention
outsider candidate
insider candidate
candidacy
political consultants
issue-centred campaigns
candidate-centred campaigns
align / alignment
partisan identification/alignment
deference
separatism
European Union
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